olit 501 ccp final design document

Running head: How to Identify and Maintain Critical Control Points

The Design Document for How to Identify and Maintain Critical Control Points in a

Commercial Kitchen

Pattie Salas, Author

OLIT 501: Instructional Design

Victor Law, Instructor

May 7, 2013

Pattie Salas

How to Identify and Maintain Critical Control Points

Table of Contents

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Needs/Context Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Learner Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Objectives and Task Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Instructional Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Evaluation Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Appendix 1 – Original Questionnaire. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Appendix 2 – Hazard Analysis – CCPs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Appendix 3 – HACCP Plan – Corrective Actions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Appendix 4 – Power Point Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Pattie Salas


Preface

My sincere thanks to my Instructor, Victor Law, for his support, guidance, and encouragement

throughout this semester on this project. Your passion for Instructional System Design is an

inspiration for both the methodologies and the creative process.

My deepest appreciation for the willing cooperation of my Subject Matter Experts, Chef Sean

and especially Barry Goldberg, Senior Director of Dining Services, at the University of New

Mexico. Your knowledge and expertise were valuable contributions and a significant part of the

success for Critical Control Point instruction.

Pattie Salas


Introduction

This project began by meeting with Executive Chef Sean and his Kitchen Managers to

discover the area in most need of instruction. A questionnaire was prepared but I was informed

of an issue that is a higher priority for instruction – the specific procedure and instruction to train

the kitchen staff to identify and maintain critical control points when handling food products.

This instruction will be taught in a two hour timeframe, demonstrated by verbal descriptions to

show knowledge, and measured by the accuracy and thoroughness of the logs that must be

completed at various stations and with specific time-sensitive checkpoints. This is a very

important issue that must be addressed to stay in compliance with HACCP (Hazard Analysis and

Critical Control Points) Food Safety Standards. These were developed by the National Food

Service Management Institute (NFSMI) and coordinated with the United States Department of

Agriculture (USDA) and the Food and Drug Administration (FDA). As a thriving department at

a flagship university, the kitchen staff must adhere to all health and safety standards to continue

to provide the many venues of food preparation, storage, and service to the University of New

Mexico students, staff, faculty, and guests. These procedures are mandatory for a kitchen to

function efficiently and effectively as a cohesive team.

The main strategy to critical control points is to be aware of the hazards and health risks

if these procedures are not followed. It can range from an upset stomach to serious health

complications to closing down a whole kitchen operation. My basic solution is to inform the

class of the health and safety requirements, consequences if not followed, and a “walkthrough”

demonstration from receipt of a food product to delivery for consumption. A critical part of

successful completion will be the knowledge for determining and conducting corrective action.

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Needs and Context Analysis

Needs Assessment

Health and safety issues are the influencing factors for this instruction. Adhering to an

established code of ethics and observable behavior is necessary to run a successful kitchen staff.

The culture is one of teamwork wherein members work in a cooperative and collaborative

fashion. The appropriate intervention to train the staff in preventative measures is the focus of

this training and addressed in the four functions below:

1. Problems affecting performance: The organization and storage of food items is essential

as is the proper labeling for integrity of the food items. Especially in a high volume

commercial kitchen, it is critical to establish the guidelines for attaching dates, times, and

initials to the labels so the rotation is done in an orderly and timely manner. Proper

performance with outdated items still results in failure, damage, cross-contamination, and

illness. Cooking and food preparation is all about timing, proper organization, procedure,

and documentation as a necessary element for successful operation.

2. Critical needs: There is a significant safety risk when cooking with a stove or oven

when food is outdated or in contact with other items. All surfaces that come in contact

with raw meat must be washed and disinfected in a designated time frame before using

with other eatable items. A methodical kitchen with proper labeling will insure both easy

access and safe storage of food items as they are prepared alone or combined with other

ingredients.

3. Priorities: Critical Control Point training will allow the staff to be confident of proper

storage and labeling of all food items. The successful identification and response will

ensure the appropriate treatment for all team members to know what is where when they

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reach for a food item, regardless of what shift they may be working and consistency in

handling products.

4. Baseline data: The successful completion of a meal is the result of a systematic process

that is followed by each member. Regularly scheduled training reinforces the importance

and reminds each member of the details needed to stay in compliance. Repeated attempts

to determine the status and quality of an unmarked item results in frustration and

distraction from cooking activities and time constraints.

Cleanliness, safety, and effective productivity can only be achieved in an organized atmosphere

that promotes a streamlined area that is efficient and functional for all kitchen personnel. This

training will promote these qualities by proper procedure and documentation to ensure a quality

outcome.

Needs Assessment Process

Phase I: Planning

The target audience is the kitchen staff at the University of New Mexico’s Chartwells (on

campus food service provider) at the SUB-Catering Department and the La Posada Dining

Facility for residents/students. Executive Chef Sean and Barry Goldberg, Senior Director of

Dining Services, are my SMEs and advisors in this design. Barry’s keen experience allowed me

to focus on the identification and maintenance of critical control points needed in his kitchen.

Phase II: Collecting Data

I created a questionnaire that was distributed to collect data but my follow-up meetings

yielded a much higher priority brought to my attention by my SME, Barry Goldberg. Once this

was decided to design instruction for critical control points, I researched several health and

safety web sites including the FDA, HACCP, USDA, NFSMI, and several searches on food

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safety, control limits (ag.arizona.edu) Standard Operating Procedures (SOPs), Food Protection

and Foodborne Illnesses and Risk Factors.

Phase III: Data Analysis

Upon the completion of my research, data was analyzed and incorporated into a precise

instruction. Normative needs by which the kitchen is held to standard and comparative needs

between the two kitchens which prepare food for different consumption groups were analyzed.

Felt needs of what would improve their work performance and expressed needs to implement

desired actions were considered. Any future or critical needs will also be addressed if

appropriate.

Phase IV: Final Report

As the data was collected and digested, the determination of proper flow and

documentation was established. The Chef and Senior Director of Dining Services will provide

the subject matter expertise needed to target my instruction techniques to the desired objectives.

Context

The setting will be in a kitchen of Chartwells at the UNM Student Union Building (SUB)

or La Posada Dining facility for resident and other students located on UNM’s main campus.

This is a face-to-face training to be conducted with a facilitator who will instruct the learners in

visual and cognitive decisions to determine how the food item is to be handled and how to

determine the appropriate corrective action if necessary. The distribution of the training

materials will include a flow chart of the process for accepting, storing, preparing, and delivery

of the food item. Samples of the various logs required to be completed to document the status

and location of the food item will be provided. Copies are located in the Appendix – Power

point presentation. Next, we will look at the type of learner candidate for this class.

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Learner Analysis

Description: The learner characteristics for this training are most importantly those who

work in a kitchen atmosphere (personal or professional) and have the desire to work as a

successful team member in a safe, clean and health code conscious environment. The target age

range is 18 years and up and comfortable with stovetop and oven usage. Gender, race, ethnicity,

and cultural background are not factors that affect the design or effectiveness of this instruction.

Basic prior knowledge of working with, handling and storing food product (meats) is required.

This would equate to an intermediate cooking level with a high school education or equivalent

capable of using standard cookware and grasping utensils with minimal manual dexterity.

The gender, race and ethnic diversity are stable differences. The stable similarities are

the environment and culinary industry atmosphere. The changing similarities would be the

levels of knowledge from prior experience levels to the levels of new interactions currently

experienced. The changing differences among the learners would be the different levels of prior

knowledge and education absorbed through a variety of different job descriptions/capacities

utilized in the kitchen.

Barry Goldberg, Senior Director of Dining Services at the University of New Mexico

main campus is my main Subject Matter Expert (SME). After a few meetings and probing for a

genuine need for instruction, he advised me of the importance of my subject design of instruction

and the need to administer a concise training program to his kitchen staff to identify and maintain

critical control points.

Data Collection: I created a “Kitchen Questionnaire” as the procedure to gather

information (Appendix 1) and asked for Executive Chef Sean’s permission for his staff to

participate with their input for my design. After five days, there was little quality feedback due

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to confusion as to the purpose. Therefore, Chef proposed I go to speak with his Directors of

Dining Services at La Posada dining facility. At this instruction, I did a face-to-face interview

with both Sue and Barry in the La Posada Dining Hall. This yielded the information I needed as

they felt it was impractical to interview the kitchen staff individually. The direction switched to

the need for CCP instruction.

Analysis: The analysis and data presentation revealed that the first and foremost factor in

a kitchen is safety. This element is subject to the strict adherence to health codes, procedures,

and documentation. Barry (SME) stressed the importance of keeping a high visibility and

awareness of the details to be followed in a busy kitchen. Shortcuts or lack of information

regarding standards can close a kitchen at any given moment, so the need for reinforced training

is a definite need. The type of cooking performed at the La Posada Dining Facility is

approximately 50% oven and 50% stovetop. There is no microwave usage utilized as a regular

activity for cooking.

Design Implications: The prerequisites of the critical control point tasks are an adult

with an intermediate cooking knowledge and familiarity with the terminology of the standard

cookware and utensils. They must know the purpose, function, and be comfortable using this

cooking equipment. The possible implication of my proposed instruction would be someone

who is inexperienced in a standard kitchen layout or is unfamiliar with the basic standard

cookware and utensils. If such a person is identified, there would be two options for the kitchen

manager to decide. One would be to bring that individual up-to-speed with someone more

knowledgeable (mentor) or to disqualify them from this particular training. The Learning Style

is predominately an Accommodator who gains knowledge by “doing” type of activities and with

visual job aids and knowing the immediate purpose for the application. My instructional design

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would be based on these prerequisites but could be accommodated for disabled students by

adjusting height and reach of logs if approved by kitchen management. Now we will identify the

objectives and tasks to be measured.

Objectives and Task Analysis

The overarching goal of this instructional design project is to instruct learners to Identify

and Maintain the Critical Control Points from the time raw meat (chicken breast) is received by

kitchen personnel to the time it is served and consumed. As a result of several meetings with

Barry Goldberg, Senior Director of Dining Services, it was determined there is a need for

training the kitchen staff in critical control points. Therefore, the following eight (8) objectives

were identified to address the needs analysis for training in this potentially high-risk time frame

of two (2) hours. This training is intended to meet the standards of HACCP-Based Standard

Operating Procedures (Hazard Analysis Critical Control Point SOPs) and the Food and Drug

Administration (FDA).

Main Objectives

The following procedures define the steps needed for a systematic preventive approach to

food safety. Both cognitive and behavioral actions are needed and each step is intended to

provide a smooth flow of activity to achieve the desired objectives and support the above stated

overall goal. It is important to stress the importance of mandatory hygiene, thorough procedure,

and integrity in this time-sensitive environment. Surface area, cutting boards, utensils, and

storage areas are to be clean (washed, rinsed, and sanitized). Food handlers must wash hands

thoroughly and wear the appropriate gloves fresh each time between handling product. This

overall awareness and specific prior knowledge requirement is listed where needed below.

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In summary, the student will be able to identify the mandatory features for each critical

control point according to the Hazard Analysis and Critical Control Points (HACCP) Food

Safety Standards. These features reflect the following behavior and required response:

Student actions reflect each CCP must have the ability to be prevented by acting

in a proactive method according to given standards.

Student actions reflect each CCP must have the ability to be measured and is

accomplished by proper temperature readings at each stage of handling.

Student actions reflect each CCP must have the ability to be corrected and a

determination is made in response to deviated temperatures and/or unsafe contact.

Student actions reflect each CCP must have the ability to be documented and is

accomplished by completing each CCP log at each stage of handling.

The learners should be able to identify, classify, label, choose storage location, inventory,

prepare, test, appraise appropriate corrective action and evaluate status before, during, and after

preparation. These actions are achieved by the following objectives:

Objective 1. The student will be able to document the date, description, quantity noted on the

appropriate log and a conduct a visual inspection for every item every time to determine the

appropriate location.

Enabling Objectives:

a. The student will be able to determine if the product is to be stored in a cooler for

preparation/cooking by visual inspection.

b. The student will be able to determine if the product is to go to a freezer for longer

term storage by visual inspection.

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c. The student will be able to observe and interpret both color and texture of the product

and note on the receiving log to determine its next location.

d. The student will be able to compare the delivery invoice with product ordered and

product delivered for accuracy and signed acceptance.

e. The student will be able to classify each package with a “use by” date and a label to

be marked accordingly when received.

Objective 2. The student will be able to clearly separate raw meat from all other items (meats,

fish, produce and dairy) and store in the appropriate area.


a. Student will be able to place the product in the appropriate area (cooler or freezer) in

clean dry package or container, free of any fluids to ensure freshness, until ready to

use according to the meal plan.

b. Student will be able to observe and ensure there should be no moisture (water, blood

or fluid or any kind – crystals indicate a refreeze after thawing) visible inside or

outside the packaging. If liquids or crystals are present, product will be returned to

vendor for credit.

c. Student will have prior knowledge and able to test temperatures prior to storing or

preparing the product as follows: Storage of refrigerated foods will be 40 degrees F

or less; Frozen foods will be 0 degrees F or less.

d. Student will have prior knowledge of the standard product use of First-In-First-Out

(FIFO) method used on labels in all commercial kitchens.

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e. Student will be able to label product with date and initial on appropriate log for the

stage of the product (storage, thawing, or preparing).

Objective 3. The student will be able to retrieve and prepare only the amount of chicken for a

safe thawing process or cooking preparation within a 30 minute window at a time after safety

temperatures have been logged, initialed, and witnessed.


a. Student will have prior knowledge of the “hard limit” to demonstrate proper thawing

procedure. All product is to be thawed in potable water with temperature of 70

degrees F or less and observed as such.

b. Students will have prior knowledge this process of handling raw meat must happen

within 2 hours and respond accordingly. This is demonstrated by the time frame

documented from one log to the next stage log in line.

Objective 4. The student will be able to prepare, cut, fillet, chop or shred the product as directed

according to the meal plan and specifications provided by Chef, Director of Dining Services or

Kitchen Manager.


a. Students will demonstrate the proper handling environment for storing or preparing

product in a safe and clean, area free of bacteria contaminants (all contact areas will

be washed with soap, water and disinfectant rinse).

b. Students will demonstrate hygiene awareness and emphasis from prior knowledge on

foodborne risk and continually monitor all contact areas to comply with standards.

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c. Students will perform and demonstrate accurate time and temperatures are taken

from kitchen clock, timer and thermometer, and are logged when cooking, cooling,

holding or reheating product.

Objective 5. The student will be able to appraise the product and evaluate the status to

determine the proper corrective actions if necessary.


a. When CCPs are monitored, the student will be able to evaluate, adjust, move or reject the

product according to the inspection and determination.

b. If there is a possibility of contamination in any way, the student will return the product to

the cooler or reheat for the designated time required to stay within safety standards prior

to consumer availability.

c. If past Modification, the student will discard the product without question.

Objective 6. The student will be able to monitor the product and safety measures by designated

measurement and observation tools (visual observation, thermometer and logs).


a. Students demonstrate control and devotion to the standards or critical/hard limits

provided by management that are very specific and adhered to in every way.

b. Students acknowledge these limits are subject to confirmation at all times from both

internal (UNM personnel) and external (government agencies and industry

organizations) sources, and commit to act accordingly.

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c. Students demonstrate that the factors to be checked, logged, and addressed are:

(1) What is monitored – All products within their designated category guidelines.

(2) Who is filling out CCP log – Kitchen staff trained and authorized to handle the

food.

(3) How it is monitored – Calibrated meat thermometer, sight, and smell.

(4) When it is monitored – Receipt, storage, thaw/prepare/cook, plate or steam table.

Objective 7. The student will be able to determine the appropriate destination and handling for

the product at each stage that is logged from storage to serving.


a. If the product is to be held at a Food Bar, students will demonstrate proper pre-

heating or pre-chilling instructions to be followed prior to adding food items.

b. Students will ensure exposed food must be under sneeze guards.

c. Students will provide and use clean and sanitized serving utensils for each container.

Never “share” a utensil.

Objective 8. The student will be able to monitor the critical control points established for cooked

poultry.


a. Students demonstrate the proper procedure from prior knowledge when taking

the temperature for cooked poultry to read 165 degrees F.

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b. Students demonstrate proper handling if chicken is included in a ready-to-eat

product. Proper handling ensures all product is to be kept below 41 degrees F

until prepared and served.

Task Analysis

The critical tasks of this instruction are designed specifically to meet the critical need of a

kitchen staff that is well informed of the required critical control points, why they are needed,

and how to determine the direction of a food product to ensure the safe and clean environment to

produce a high quality result. As stated in the Learner Analysis, the learners possess prior

knowledge as specified in the objectives listed above. The critical tasks achieved from this

training will enable the learners to confidently step in at any point and hand-off to fellow team

members a product that can easily be tracked from the point of receipt from a delivery

throughout the process of storage and preparation.

Target Performance Tasks:

a. Goals – The overall goal is to create an optimum atmosphere of teamwork

wherein the process is common knowledge and each step is documented on

the designated log sheets according to HACCP-Based standards and FDA

guidelines.

b. Objectives – The specific objectives are laid out in my flow chart below.

There are eight (8) distinct steps to be addressed in the order specified that

require the knowledge from this instruction to make quick, on-the-spot

decisions as to the proper direction and activity for the product at hand. This

is done by the visual inspection and cognition based on the documented log of

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information reflecting location, temperature, and contact to corroborate the

best practice.

c. Information Processing – It is important to note that each step requires a

cognitive element to decide if the food product continues onto the next step or

must take a corrective action and logged as such. As a result of this cognitive

action, a behavioral element is required to complete the information on a pre-

designated formatted log.

Specific Criteria:

The conditions for the training will be an average day, temperature, and kitchen setting.

The parameters and standards are the health and safety codes that every commercial

kitchen is subject to for operation and sale of consumable food items. The constraints are

the formal format of the CCP logs at pre-determined locations in the kitchen.

Prior knowledge for certain tasks is specified in each of the objectives where necessary.

A basic level of experience to identify storage locations and visual cues when described

what to look for to determine the path of the product is needed.

Prior knowledge for receiving procedures and taking an accurate temperature is required.

Thawing procedures and knowledge of standard expectations for time frames to prepare

an item according to meal plans should be included as an experience prerequisite.

The learner should have a clean background in hygiene and be free of safety violations.

This is demonstrated by a basic knowledge of temperatures and food born health risks.

Specific knowledge of the chain of command within the kitchen is important to make

informed decisions within their scope of authority.

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The overall appearance and behavior of the participants should reflect an awareness of

proper hygiene and food safety. Observable behavior will include an automatic response

to washing and sanitation procedures as well as glove requirements.

As stated in the Needs Analysis, it is imperative to train and maintain a staff that is

consistent is methodologies of storage, labeling and preparation to adhere to the required

standards of HACCP, prevention of cross contamination, and deliver food items with

integrity.

Task Analysis: Critical Control Points Process Flow Chart

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Instructional Design Plan

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Summary

This instruction will take place in a designated kitchen so the students are comfortable and will

simulate the pre-determined locations to look for the critical control point logs to be completed.

The four categories of Generative Strategies by Jonassen (1988) will be employed to inform and

reinforce prior knowledge. The sequencing will be knowledge-based as the product could be

different every time and must be analyzed to determine its fate and direction. It is not a simple to

complex process, but a cognition “at the time” to determine the next step in the process.

Design Specifications for Instructions

a. Sequencing of Materials – A sample of the log sheets to be completed will be viewed

and reviewed so there is familiarity of required information according to the Hazard

Analysis and Critical Control Points (HACCP) Plan. This information includes the

product description, time, product temperature, location and initials. For purposes of this

training, the first two logs will be utilized.*

1) Product Temperature Log*

2) Chilling Log*

3) Mid-shift Cleanup Log

4) Cooler Temperature Log

5) Pre-Shipment Log

6) CCP Process Flow Chart

The sample assessment sheets will be distributed to each student to follow as the process

step, food safety hazard, basis, action, designated critical control point, and corrective action is

reviewed in detail. This will be an intensive portion of the training taking 75 to 90 minutes and

students will be asked to take notes for personal study and further review until mastered.

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Rationale:

The purpose for this is to ensure there are no surprises or questions about the data

required to be documented and the purpose thereof. A series of “what if” scenarios will

be presented to reiterate the importance for food safety. According to Morrison, Ross,

Kalman, and Kemp, the Learning-related sequencing proposed by Posner and Strike

(1976) is the most appropriate. This is based on the needs of the learner and incorporates

the five learning concepts as follows:

1. Identifiable prerequisite – this is noted in objectives where it is imperative to have a

basic working knowledge and experience with kitchen terminology, equipment and

working with food products.

2. Familiarity – it is important to be familiar with the look and feel of food products and

the constant awareness of hygiene among storage and preparation surfaces.

3. Difficulty – it is important to demonstrate the basic knowledge of receiving and

labeling for storage before discussing procedures to retrieve product and proceed with

preparations.

4. Interest – the purpose of Critical Control Point training is for health and safety

requirements. Therefore, the health risks and consequences should be disclosed up

front to gain and hold the learners interest and attention. This emphasis will impress

the seriousness of the interim small steps that can make a big difference in safety.

5. Development – this training is designed to build knowledge on the basic

foundation of handling and preparation of food products in a commercial kitchen. It is

intended to elevate the professionalism of a culinary position and refine the disciplinary

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procedures thereof. In addition, the specific corrective actions will be supported by the

flow chart located in Task Analysis above.

b. Sequencing of Activities – The literal tour of the kitchen, location of the logs to be

completed, and walk-through process will assure each student has “been there” and is

comfortable to record the needed information. The class format will be conducted in a

lecture and demonstration method, allowing for the students to practice each objective or

sequence before moving forward. Questions and answers will be addressed at each stage.

Throughout the class, the instructor will ask a pertinent question for each point of

reference, subject, form and/or consequence to be answered on a volunteer basis.

Prompting questions will be used to encourage discussion and ensure complete

comprehension until all are confident with their knowledge.

c. Preparation - The instructor must prepare handout materials for each of the learners to

include the five logs listed above, the CCP Process Flow Chart, four (4) sheets of Hazard

Analysis Process steps with scenarios, conditions, and actual critical points. In addition,

four (4) sheets of the HACCP Plan that indicates location, critical limits, documentation

needed and specific Corrective Actions will be provided. Aside from these visual aids,

actual food product must be made available to instruct the learners regarding cues of

color, smell, texture, and look of the item. This class will use a fresh chicken breast

ready for preparation at the correct temperature, a properly frozen item, an improper

frozen item, a slightly failed chicken breast that can be corrected, and a failed product

that must be discarded.

Rationale:

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By actually walking through the process, the emphasis of repeated washing, sanitizing,

and glove changing incorporates Gagne’s Effective Learning Conditions to stimulate

recall of prerequisites. The various stages that require cognition and action will provide

the hands-on activities necessary for reinforcement and long term retention.

d. Delivery

The following list indicates how the objectives will be delivered:

Objective 1 - The visual inspection and documentation will be conducted in a lecture

style class that will actively complete the inspection and document one line item on each

of the logs.

Objective 2 – Hands-on storing of the food product in the proper location, labeling and

placement will be accomplished by active participation.

Objective 3 – Retrieval of said product will be actively done after determining the

temperature and proper amount accordingly to the meal plan provided. Close attention

will be noted of the critical time frames and hard rules for temperatures prior to cooking.

Objective 4 – Actual preparation and use of various knives, utensils, and cutting boards

will be observed to determine that adequate washing, sanitizing, and glove changing is

observed between each procedure as required.

Objective 5 – Various corrective actions will be presented to assess the proper steps to be

taken when needed and the conditions that require cognitive action. Options will be

reviewed and discussed to realize proper direction and action (HACCP Plan in

Appendix).

Objective 6 – The student will demonstrate verbally and physically the decisions and

actions taken to monitor the product by all health and safety standards.

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Objective 7 – Each student will actively participate in the transfer of product and basis

for the location chosen. In addition, each line of documentation on the logs will be

defended and monitoring a food bar process will be observed in a workshop manner.

Objective 8 – Each student will take the food product temperature to determine its

appropriate path. These hands-on duties allow the student to practice the feel and

placement need for an accurate reading and document on logs.

1) Content – The group of learners will receive an orientation that stresses the

importance of the HACCP and the FDA. These pre-determined Standard Operating

Procedures (SOPs) are the result of extensive studies that have been determined to be

the proper guidelines when handling and preparing food products.

2) Method – The learners will be paired up to consult with each other in a mentorship

format and to practice answers for frequently asked questions. This also reinforces

the “second opinion” needed for some documentation on logs.

3) Training Time – The actual training time to lecture and go through the various

scenarios for corrective actions will take up to 90 minutes for viewing the product,

cognitive reasoning and proper documentation.

4) Problems and Opportunities – A potential problem would be the apathy or lack of

attention to detail. If there is a slight existence of a desire to take shortcuts or

eliminate a washing or glove-changing, it can be fertile ground for bacteria to cross-

contaminate almost immediately. The opportunity is to establish the non-negotiable

steps for the level of professionalism needed in the culinary industry.

e. Description of Strategies and Links to Objectives – The most appropriate strategy to be

used for this instruction is the Keller’s Motivational Instructional Model: ARCS.

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Attention – To gain and hold the attention of the learner, the logs will be passed

around and each student will be required to complete one line item of activity.

This will engage the learner to actively look for the visual signs to record the

status of the product.

Rationale: This documentation requires attention and focus, as well as the responsibility

of signing off that they were responsible at that particular stage.

Relevance – The HACCP standard operating procedures and FDA regulations

will be reviewed to reinforce the severity of violations.

Rationale: Violations and their consequences will be stated to reinforce the knowledge of

possible penalties including legal and criminal fines.

Confidence – The team of students will be made aware of the trust factor each

must ensure to every other member to be confident in the product at any stage of

the process.

Rationale: By emphasizing the interdependency and professionalism needed by every

member to deliver a quality product, a confidence will produce a pride and accountability

to all.

Satisfaction - Each member will be advised that they are part of an elite crew to

work as a team with pride in their chosen profession. The accountability that

accompanies this trust results in the satisfaction of ensuring an outcome of

integrity.

Rationale: Members of a team that take pride and satisfaction in what they do and how

they do it, are stable and loyal employees that eliminate the turnover factor and need to

retrain.

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f. How to Apply the Instruction Design Model – A generative strategy to recall knowledge

(health and safety requirements) will incorporate two steps for their observable

performance:

1) A verbal quiz or request to paraphrase the procedure and why the behavior is

required.

2) Each learner will be required to inspect, describe, and document that information on

the appropriate log for the stage of the product.

An organizational strategy using the pre-determined logs will allow one to see patterns

of offenses for evaluation of both people and product. This will justify any further action

needed with Human Resources or the supplier. A review of these logs will also indicate

recall patterns and serve as an association tool.

An elaboration strategy will be used to emphasize the repeated need for washing hands

and surfaces with soap and water, followed by the sanitation procedure, and changing of

gloves that are required without multiple contacts.

Rationale: Gagne’s final step for effective learning conditions is to enhance retention and

transfer. This is the principle of repetition and assessment to instill the attitude for “going

the extra yard” for the good of the overall team’s goal and to heighten awareness making

the objective behaviors second nature in anticipation and reaction. Let’s evaluate!

Evaluation Plan

Formative Evaluation

The purpose of this formative evaluation is to identify how well the instruction for critical

control points is serving the objectives described in the Instructional Design Plan. It will be used

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as a guide to observe the progress, mastery, or lack of, to know where more time, practice or

emphasis is needed. The learner performance will be measured by two actions:

A. The cognitive demonstration of the critical control point knowledge is measured by

the decision-making action without delay. These evaluate “objectives related to

information or knowledge, naming, solving, predicting, and other intellectual aspects

of learning” (Morrison, Ross, Kalman, Kemp p. 109). In other words, a confident

and swift path to follow is obviously observed from a visual test:

1. Ability to identify and recognize acceptable food product via visual inspection.

The taxonomy developed by Bloom, Englehart, Furst, Hill, and Krathwohl (1956)

for the cognitive domain applies very well to CCP cognitive demonstration

because the student must recall specific information (knowledge), comprehend the

reasoning for decision made (comprehension), apply the rule or principle set forth

in the HACCP Standards (application), analyze the relationship to the directive

given and the time constraints (analysis), assemble the parts for the desired

outcome/meal (synthesis), and make the appropriate judgments (evaluation).

B. The behavioral demonstration of the critical control knowledge is measured by

the performance skills needed to follow the activities and responsibilities described in

the CCP Flow Chart. These will include:

1. Correctly label each item with dates/time and initials and differentiate the proper

storage location for each item.

2. Locate the various log sheets to document the required information of product

description, temperature, date/time, and initials.

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3. Ability to take, record, and follow proper temperature procedure.

4. Conduct proper hygiene and safety procedures throughout the process.

These are the methods that will be used to assess the instruction at the formative stage (Morrison,

Ross, Kalman, and Kemp 2011). Both observation of these skills demonstrated and verbal

queries at each designated stage or station will be utilized to determine if further reinforcement is

needed.

Who Will Read the Evaluation Plan

The goal of instructional design is to make learning more efficient and effective.

However, the purpose of this particular instruction is to ensure compliance with a predetermined

window of time (2 hours). The evaluation plan will measure the actions of the students

according to the preset objectives. This plan will reviewed by several stakeholders. The

supervisors/managers who act in a lead position, and are the direct reports for the students, will

review the evaluation plan to determine compliant behavior or the need for additional training or

corrective action. Next, the Director of Food Services and the Executive Chef (senior

management) will read the report to verify compliance. Finally, the report will be held for audit

review by any and all relevant external sources (FDA, USDA, and HACCP).

Data Collection and Resources

The appropriate data will be collected by direct observation and by the actual logs. The

logs are in regulated formats and are designed to be filled in with specific data at pre-designated

times. The kind of data needed is product description, storage location, initials (originator and

monitor), time, date, and temperatures. The resources needed are copies of the logs to be

completed, Product Temperature Log and Chilling Log, and any other similar appropriate logs

for designated locations. Another resource is the equipment needed to measure temperatures, the

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manual and/or digital stem thermometers. Lastly, the appropriate manpower trained to evaluate,

various levels of kitchen management. Next, we will review stages and timelines.

Stages of the Evaluation and Timeline

A. Formative – This is conducted in order to inform the instructor how well the

instruction is meeting the objectives. The timing of these milestone measurements

will take place after completing objectives 2, 4, 6, 7, and 8. This will identify and

eliminate any weakness so confusion is not passed on to the next steps.

B. Summative – This evaluation measures how well the outcomes meet the goals and

objectives once completed. A collection of documented observations and accuracy of

the required log sheets will determine the results for a final examination. The timing

for this stage is at the end of the training course. Reflection and analysis will

determine the return on the investment (ROI) and if a confirmation evaluation is

needed.

C. Confirmation – This is an additional stage that is required after a period of time has

passed that creates a pattern of subpar results. A particular area may surface that

requires a follow-up evaluation due to sloppy records (incomplete log sheets) or

negative responses with a particular process or procedure. Interviews or

questionnaires may yield feedback that will be analyzed to determine if steps could be

combined, split, or eliminated. Other suggestions can be discussed, materials may be

revised, or additional training may be needed. The timing for this, if needed, should

take place within 30, 60, and 90 days from the original instruction to stay within

compliance.

Summative Evaluation

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Like the Formative Evaluation, this will be evaluated by direct observation and by the

actual logs. Categorizing each of the logs can reflect if (1) an area is in smooth operation or

problematic. Dividing the log sheets by (2) employee - will reflect if there is confusion by

inconsistency or poor performance by incomplete or inaccurate data. Each of these methods will

answer different questions to surmise if further action is need for the training and/or the

individual.

The summative evaluation will be used to measure the learning outcomes and effectiveness

of the training. This will be determined by the time-efficiency of decision-making behaviors,

thoroughness of proper health and safety procedures, and the documentation on the logs is

complete and accurate. These factors will be based on the following items:

1. Effectiveness – The workers operate as a team and communicate openly with consistent

terminology and methodology. This is measured by the observation method and verbal

queries.

2. Efficiency – The workers conduct their activities without delay and logs are easily read

to promote an overall awareness of food product status at all times. This is measured by

the observation method and a review of the accuracy of the log sheets.

3. Cost – The instruction is a frugal investment for the overall knowledge and overall

professionalism of the staff. This is measured by careful calculation of factors including

productive man hours, reduction of product shrinkage, smooth operation (no incident

reports), meeting deadlines (prep and meals delivered as scheduled), and ratio of income

to overhead by management.

4. Attitude – The workers exemplify a willingness and cooperation in their behaviors

realizing the importance of timing, temperature and documentation of critical control

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points. This is also measured by observation method and senior management’s level of

satisfaction of altruistic teamwork.

5. Long-term benefits - Further benefits may be realized as workers inform and educate new

hires and continually reinforce each other in streamlined performance. The normal

operations are smooth with health and safety risks at an extreme minimum. This is

measured by the eight objectives in a summative evaluation and confirmation evaluation

methods as data is collected and compared over time to determine patterns of behavior.

The overall success of the program will yield no incident reports, health or safety risks. In

addition, learner reaction of being better informed and contributing to the overarching goals as a

team will ensure the transfer and application of knowledge. A confident staff will operate with

pride knowing their records and documented logs are in good order for an audit.

Instruments

The attached table is developed to use as an assessment tool for the learning outcomes of the

critical control point instruction. The columns reflect the flow of the instruction as follows:

1. Learning Goals and Objectives – This indicates the eight (8) distinct objectives to be

addressed in the class.

2. Instructional Strategies – This states the type of skill category to be used to accomplish

the Learning Goals and Objectives.

3. Assessment Approach – This describes the method, step-by-step procedure, conditions,

and the actual directions for the facilitator to follow.

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4. Examples of Assessment Items – This is what is being asked of the students to do,

answer, and demonstrate. It states exactly what action is expected to be observed or

measured using the log sheets to participate in and the flow chart to follow each step.

5.


Overview

Learning Goals and Objectives

Instructional Strategies

AssessmentApproach

Examples of Assessment

ItemsObjective 1. The student will be able to document the date, description, quantity noted on the appropriate log and a conduct a visual inspection for every item every time to determine the appropriate location.

Defined Concept –Intellectual Skills

Objective 1 - The visual inspection and documentation will be conducted in a lecture style class that will actively complete the inspection and document one line item on each of the logs.

Conduct a visual inspection, determine storage location, and complete one (1) line item in two log sheets:(1) Product Temperature Receiving Log

(2) Chilling Receiving Log

(3) Take Manual Temperature (Digital & Stem Thermometer)

Objective 2. The student will be able to clearly separate raw meat from all other items (meats, fish, produce and dairy) and store in the appropriate area.

Principles –Intellectual Skills

Objective 2 – Hands-on storing of the food product in the proper location, labeling and placement will be accomplished by

Separate food products so raw meat is in a completely different container and location than other items.

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active participation.

Product labels will be filled out and attached to each product.

Objective 3. The student will be able to retrieve and prepare only the amount of chicken for a safe thawing process or cooking preparation within a 30 minute window at a time after safety temperatures have been logged, initialed, and witnessed.

Objective 4. The student will be able to prepare, cut, fillet, chop or shred the product as directed according to the meal plan and specifications provided by Chef, Director of Dining Services or Kitchen Manager.



Objective 3 – Retrieval of said product will be actively done after determining the temperature and proper amount accordingly to the meal plan provided. Close attention will be noted of the critical time frames and hard rules for temperatures prior to cooking.

Objective 4 – Actual preparation and use of various knives, utensils, and cutting boards will be observed to determine that adequate washing, sanitizing, and glove changing is observed between each procedure as required

Collect and retrieve the appropriate amount of chicken according to the provided Meal Plan. Acknowledge the plan for preparation directions, retrieve proper amount, and take temperature of product to be prepared in a 30-minute window. Repeat preparation stages until volume is satisfied.

Collect appropriate items and tools needed to prepare food.

Demonstrate proper procedureWashing, sanitizing, and glove change.

Prepare as directed according to Meal Plan.

Objective 5. The student will be able to appraise the

Problem Solving –Intellectual

Objective 5 – Various corrective actions will be presented to assess the

Using three (3) samples of product (chicken breast),

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product and evaluate the status to determine the proper corrective actions if necessary.

Skills proper steps to be taken when needed and the conditions that require cognitive action. Options will be reviewed and discussed to realize proper direction and action.

take the temperature and determine the proper action to be taken according to HACCP Standards for Critical Control Points. Chill, store, or heat as appropriate and document details on log sheets

Objective 6. The student will be able to monitor the product and safety measures by designated measurement and observation tools (visual observation, thermometer and logs).


Objective 6 – The student will demonstrate verbally and physically the decisions and actions taken to monitor the product by all health and safety standards.

Describe the color, texture, smell of the product and visible warning signs of inadequate temperature.Use the thermometer to take the temperature and document in log. Times will be noted for next scheduled temp to be taken

Objective 7. The student will be able to determine the appropriate destination and handling for the product at each stage that is logged from storage to serving.

Student can list the five main steps for CCP monitoring at a Food Bar (steam table).


Objective 7 – Each student will actively participate in the transfer of product and basis for the location chosen. In addition, each line of documentation on the logs will be justified with a safety rule. Hands-on monitoring of temperatures at the food bar will be observed and corrected if needed.

Explain, at any given stage, where product should be directed and why (state rule).

Identify the five (5) main steps for Food Bar monitoring of critical control points.

1- Preparation2- Temperature3- Sneeze Guard4- Documentation5- Serving Utensils

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Objective 8. The student will be able to monitor the critical control points established for cooked poultry.

Log sheets should have times listed for taking temperatures every 2 hours once deposited.


Objective 8 – Each student will take the food product temperature to determine its appropriate path. These hands-on duties allow the student to practice the feel and placement need for an accurate reading and document on logs.

Take the temperature of the food product prepared (cooked) and document on log sheets.

What is the time interval to take temperatures at a food bar once food is deposited?

References

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Morrison, G. R., Ross, S. M., Kalman, H. K. & Kemp, J. E. (2011). Designing Effective

Instruction, Sixth Edition. Hoboken, N. J.: John Wiley & Sons, Inc.

Reiser, R. A., & Dempsey, J. V. (2012). Trends and Issues in Instructional Design and

Technology, Third Edition. Boston, M. A.: Person Education, Inc.

Well, W. J. and Kazanas, H. C. (2008). Mastering the Instructional Design Process, A

Systematic Approach, Fourth Edition. San Francisco, CA: Pfeiffer, A Wiley Imprint.

Robert Gagné's Nine Steps of Instruction (1985).

http://www.nwlink.com/~donclark/hrd/learning/id/nine_step_id.html

Gagné, R. (1985). The Conditions of Learning and the Theory of Instruction, (4th ed.),

New York: Holt, Rinehart, and Winston.

U.S. Food and Drug Administration (FDA), U.S. FDA, 10903 New Hampshire Avenue, Silver

Spring, MD 20993, Ph. 1-888-INFO-FDA (1-888-463-6332)

Hazard Analysis and Critical Control Points (HACCP) Food Safety Standards,

www.fda.gov/Food/GuidanceRegulation/HACCP

National Food Service Management Institute (NFSMI), www.nfsmi.org

United States Department of Agriculture (USDA),

www.fsis.usda.gov/science/hazard_analysis_&_pathogen.../index.asp

Appendix 1 – Original Questionnaire

Kitchen Questionnaire

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http://www.amazon.com/Conditions-Learning-Theory-Instruction/dp/0030636884/bigdogsbowlofbis/


1. How important is kitchen organization for a positive cooking experience?

_____Extremely important_____Somewhat important_____Not very important

2. What are the 3 most important items to have in hands-reach when cooking stovetop?

_________________________________

_________________________________

_________________________________

3. Do you prefer open shelves or closed door cupboards to store cooking utensils?

4. What sort of counter top storage do you prefer?

Wire racks

Hanging hooks

Lazy Susan/turntable

Glass containers

5. Please give me your thoughts and/or preferences on any organization ideas or toolsThat would make your cooking experience more beneficial.

Appendix 2 – Hazard Analysis CCPs – Fully Cooked, Not Shelf Stable (Sample Assessment)

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Appendix 3 – HACCP Plan – Corrective Actions for Fully Cooked, Not Shelf Stable

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Appendix 4 – Power Point Presentation

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Overview

Learning Goals and Objectives

Instructional Strategies

AssessmentApproach

Examples of Assessment

ItemsObjective 1. The student will be able to document the date, description, quantity noted on the appropriate log and a conduct a visual inspection for every item every time to determine the appropriate location.

Defined Concept –Intellectual Skills

Objective 1 - The visual inspection and documentation will be conducted in a lecture style class that will actively complete the inspection and document one line item on each of the logs.

Conduct a visual inspection, determine storage location, and complete one (1) line item in two log sheets:(1) Product Temperature Receiving Log

(2) Chilling Receiving Log

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(3) Take Manual Temperature (Digital & Stem Thermometer)

Objective 2. The student will be able to clearly separate raw meat from all other items (meats, fish, produce and dairy) and store in the appropriate area.


Objective 2 – Hands-on storing of the food product in the proper location, labeling and placement will be accomplished by active participation.

Separate food products so raw meat is in a completely different container and location than other items.

Product labels will be filled out and attached to each product.

Objective 3. The student will be able to retrieve and prepare only the amount of chicken for a safe thawing process or cooking preparation within a 30 minute window at a time after safety temperatures have been logged, initialed, and witnessed.

Objective 4. The student will be able to prepare, cut, fillet, chop or shred the



Objective 3 – Retrieval of said product will be actively done after determining the temperature and proper amount accordingly to the meal plan provided. Close attention will be noted of the critical time frames and hard rules for temperatures prior to cooking.

Objective 4 – Actual preparation and use of various knives, utensils, and cutting boards will

Collect and retrieve the appropriate amount of chicken according to the provided Meal Plan. Acknowledge the plan for preparation directions, retrieve proper amount, and take temperature of product to be prepared in a 30-minute window. Repeat preparation stages until volume is satisfied.

Collect appropriate items and tools needed to prepare

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product as directed according to the meal plan and specifications provided by Chef, Director of Dining Services or Kitchen Manager.

be observed to determine that adequate washing, sanitizing, and glove changing is observed between each procedure as required

food.

Demonstrate proper procedureWashing, sanitizing, and glove change.

Prepare as directed according to Meal Plan.

Objective 5. The student will be able to appraise the product and evaluate the status to determine the proper corrective actions if necessary.

Problem Solving –Intellectual Skills

Objective 5 – Various corrective actions will be presented to assess the proper steps to be taken when needed and the conditions that require cognitive action. Options will be reviewed and discussed to realize proper direction and action.

Using three (3) samples of product (chicken breast), take the temperature and determine the proper action to be taken according to HACCP Standards for Critical Control Points. Chill, store, or heat as appropriate and document details on log sheets

Objective 6. The student will be able to monitor the product and safety measures by designated measurement and observation tools (visual observation, thermometer and logs).


Objective 6 – The student will demonstrate verbally and physically the decisions and actions taken to monitor the product by all health and safety standards.

Describe the color, texture, smell of the product and visible warning signs of inadequate temperature.Use the thermometer to take the temperature and document in log. Times will be noted for next scheduled temp to be taken

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Objective 7. The student will be able to determine the appropriate destination and handling for the product at each stage that is logged from storage to serving.

Student can list the five main steps for CCP monitoring at a Food Bar (steam table).


Objective 7 – Each student will actively participate in the transfer of product and basis for the location chosen. In addition, each line of documentation on the logs will be justified with a safety rule. Hands-on monitoring of temperatures at the food bar will be observed and corrected if needed.

Explain, at any given stage, where product should be directed and why (state rule).

Identify the five (5) main steps for Food Bar monitoring of critical control points.

1- Preparation2- Temperature3- Sneeze Guard4- Documentation5- Serving Utensils

Objective 8. The student will be able to monitor the critical control points established for cooked poultry.

Log sheets should have times listed for taking temperatures every 2 hours once deposited.


Objective 8 – Each student will take the food product temperature to determine its appropriate path. These hands-on duties allow the student to practice the feel and placement need for an accurate reading and document on logs.

Take the temperature of the food product prepared (cooked) and document on log sheets.

What is the time interval to take temperatures at a food bar once food is deposited?

Comments:

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Pattie Salas